Administrative Office | 673 Columbia Turnpike | P.O. Box 630 | East Greenbush, NY 12061
Directors Paul F. Bashant.| Lara E. Hulst
518.233.0544 Phone
518.233.0703 Fax ….
Supporting children where they live and learn since 1984
Albany
Saratoga
Schenectady
Troy
113 New Krumkill Road
195 Church Street
25 Lafayette Street
20 Gurley Ave, Suite B2
Albany, NY 12208
Saratoga Springs, NY 12866
Schenectady, NY 12305
Troy, NY 12182
518.512.5277 Phone
518.580.4520 Phone
518.393.6535 Phone
518.328.0220 Phone
518.512.5279 Fax
518.306.6444 Fax
518.374.6375 Fax
518.328.0224 Fax
www.cdbegin.com
Capital District Beginnings
Reopening Plan
Capital District Beginnings has developed plans that include in-person instruction, remote learning, as well as a hybrid
model that combines in-person instruction and remote learning in collaboration with our educational partners’ plans. To
help inform our plan, we collected feedback and input from stakeholders.
Our reopening plan, due to New York State on July 31, will be posted publicly on our website (cdbegin.com) The plan will
be subject to change, at any time, as necessary and will be dependent upon the Governor’s public health decisions.
Governor Cuomo announced on Monday, July 13, that school districts in New York can follow plans to reopen for in-
person schooling in September if COVID-19 infection rates stay at 5% or lower in a given region. Determinations will be
made by region about opening and closing schools as the COVID-19 pandemic continues as follows:
• If a region is in Phase 4 and has a daily infection rate of 5% or lower over a 14-day average, schools in that
region could hold-in person instruction.
• If daily infection rates exceed 9% over a seven-day average, schools in that region would not reopen.
• Should the infection rate reach the 9% average, in the region, after reopening, the schools in that region
would be directed to close.
We have also developed a plan for communicating information to staff, students, parents/guardians, visitors and
education partners. The Agency will use its existing communication channels including the website, email, the Seesaw
app, and SharePoint for staff. These communication channels will be used to share news and updates as we move
forward.
Our plans and any information that we provide will be based on recommendations and guidance from the Centers for
Disease Control and Prevention, the New York State Department of Health and the New York State Education
Department.
Integrated Classroom Site Locations:
Arbor Hill Elementary School Rensselaer Head Start: RFRC
Capital Milestones Van Rensselaer Elementary
Giffen Memorial Elementary School Saratoga Head Start: Gordon Creek Elementary
Ohav Shalom Saratoga Head Start: Halfmoon Lodge
Berlin Elementary Saratoga Head Start: Jefferson Terrace
Hoosic Valley Saratoga Head Start: Saratoga High School
Lansingburgh Turnpike Elementary Rosa Venerini
Rensselaer Head Start: Hoosick Falls Schenectady Day Nursery
Rensselaer Head Start: LFRC SCCC Montessori
Self-Contained Classroom Site Locations:
(programs operated solely by Beginnings)
Children’s Place at the Plaza
Ohav Shalom
St. Vincent’s
Lansingburgh Turnpike Elementary
Rensselaer Head Start: LFRC
• Communication/Family and Community Engagement
o To help inform the reopening plan, Capital District Beginnings collected feedback and input from
stakeholders. Surveys were developed to engage families and staff in the reopening process. Phone calls
with collaborative partners were conducted to align and develop safety plans.
o Capital District Beginnings will communicate the reopening plan and all applicable CDC (Centers for
Disease Control and Infection)/DOH (Department of Health) protocols and requirements via the Agency
website, emails, Seesaw app, and SharePoint intranet for staff communication. Signs will be posted
referencing protocols, where applicable.
o All staff and students will be trained to follow the new COVID-19 protocols safely and correctly utilizing
CDC guidance on hand hygiene, proper face covering wearing, social distancing, and respiratory hygiene.
CDC prevention signage will be posted throughout each program as applicable.
• Health and Safety
o DOH guidance for schools and childcare settings was utilized in determining the ability for the Agency to
resume in person instruction. Group sizes are based on the guidance and ability to maintain appropriate
social distance. Closure of in-person instruction standard for programs exclusively operated by Capital
District Beginnings will be based on 10% of the student classroom enrollment in consultation with the
local health department. Capital District Beginnings is going to follow the plans of our collaborative
partners in our integrated classrooms regarding group size, social distancing, availability and use of PPE
(Personal Protective Equipment) equipment, and safety protocols. For our self-contained classrooms, we
will follow the guidance of CDC, OCFS (Office of Children and Family Services), DOH and SED (State
Education Department).
o Classrooms will be arranged and activities designed to encourage social distancing, but due to the
nature of the core functions of preschool special education (instruction, therapies and meeting the
needs of our students), 6 feet of distance between individuals may not always be possible. Staff will be
required to wear appropriate face coverings and PPE at all times.
o To help inform the reopening plan, Capital District Beginnings collected feedback and input from
stakeholders. Surveys were developed to engage families and staff in the reopening process. Phone calls
with collaborative partners were conducted to align and develop safety plans.
o Capital District Beginnings will communicate the reopening plan and all applicable CDC/DOH protocols
and requirements via the Agency website, emails, Seesaw app, and SharePoint intranet and trainings for
staff communication. Signs will be posted referencing protocols, where applicable.
o Capital District Beginnings Staff will be provided with a written protocol based on CDC and DOH
guidance for observing signs of illness in students and staff and trained on how to identify and respond
to such illness. Staff trainings will occur prior to school reopening.
o All staff will be required to submit an electronic health screening questionnaire to HR (Human
Resources) based on CDC guidance prior to arriving to work each day. Any positive responses to the
survey will require staff to receive clearance from HR, based on CDC guidelines, prior to attending work.
Families will be required to periodically complete the required health screening questionnaire as well.
Families will be required to check their child’s temperature prior to arrival at the program. Temperature
checks will also occur by trained staff, utilizing appropriate PPE, upon arrival to the program.
o School staff will immediately report any illness of students or staff to the designated school staff at each
site. In integrated programs without a nurse on site, illness will be reported to the site manager or
school director/principal. In self-contained programs, the illness will be reported to Program
Administrators or Directors. Students or staff exhibiting symptoms of COVID will be sent home. Parents
will be directed to follow up with their healthcare provider.
o Anyone who has a temperature of 100°F or greater, or displays other signs of COVID related illness will
be isolated from others and sent home immediately. Students will be supervised in the isolated area
while awaiting transport home.
o Staff will review all guidelines prior to arriving at a site and adhere to all guidelines established by each
site regarding entering/exiting the building and while providing therapies within the classroom/building
to maintain the health and safety needs of each student and staff. In addition, all staff will be required
to sign-in upon entry to the program.
o Visitors, guests, contractors, and vendors will be required to sign-in and complete a paper health
screening upon entering the program or building. Any positive response to the screening will result in
non-admittance to the program. Every effort will be made to schedule such visits outside of student
program hours.
o Families will be provided with CDC guidance on “Symptoms of Coronavirus” and instructed to keep their
child home should they display any signs of illness.
o All staff and students will be trained to follow the new COVID-19 protocols safely and correctly utilizing
CDC guidance on hand hygiene, proper face covering wearing, social distancing of 6 ft whenever
possible, and respiratory hygiene. CDC prevention signage will be posted throughout each program as
applicable.
o Capital District Beginnings has contacted students’ families and staff to ascertain if any individual or
those they live with are at high medical risk. We will work collaboratively with families and school
districts to develop an individualized plan to meet the educational needs of the student in a safe manner
consistent with CDC guidelines (link below). This may include provision of services through remote
learning. HR will address staff accommodations based on individual situations.
https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-at-increased-
risk.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fneed-extra-
precautions%2Fpeople-at-higher-risk.html
o Capital District Beginnings has a written protocol requiring all staff, students, and visitors to adhere to
CDC and DOH guidance regarding the use of PPE, specifically face masks, unless medically exempt. This
will be communicated via policies and signage. Capital District Beginnings teaching teams will facilitate
the safe removal of masks for children when breaks are needed or in a classroom situation when masks
are not necessary or must be removed. This involves a student's express need to remove a mask, during
snack time and when drinking. During these times, social distancing will be ensured along with proper
handwashing before mask removal using the CDC mask removal method.
o Capital District Beginnings will purchase, maintain and provide adequate supplies of face coverings for
staff and students, as well as any other appropriate PPE as necessary.
o Capital District Beginnings’ protocol for actions to be taken if there is a confirmed case of COVID-19 for a
student or staff member includes immediately notifying the State and local Health Department about
the case if test results are positive for COVID-19. Capital District Beginnings will follow the local Health
Departments guidance on reducing further exposure and contact tracing. Staff symptom attestations,
schedules, attendance registers and visitor logs are maintained daily.
Contact Tracing Procedures: https://coronavirus.health.ny.gov/new-york-state-contact-tracing
o Capital District Beginnings will follow the CDC and local Health Department guidance for any students or
staff diagnosed or following quarantine due to contact with a confirmed case of COVID-19. Capital
District Beginnings will provide all staff with a memo detailing return to work protocols. This guidance
states if a person is not diagnosed by a healthcare provider (physician, nurse practitioner, or physician
assistant) with COVID-19 they can return to school:
• If they have been diagnosed with another condition and has a healthcare provider written note
stating they are clear to return to school. If a person is diagnosed with COVID-19 by a healthcare
provider based on a test or their symptoms or does not get a COVID-19 test but has had
symptoms, they should not be at school and should stay at home until:
o It has been at least ten days since the individual first had symptoms;
o It has been at least three days since the individual has had a fever (without using fever
reducing medicine); and
o It has been at least three days since the individual’s symptoms improved, including
cough and shortness of breath.
• Once there is no fever, without the use of fever reducing medicines, and they have felt well for
24 hours
The CDC provides specific guidance for individuals who are on home isolation regarding when the
isolation may end. Discontinuation of Isolation for Persons with COVID-19 Not in Healthcare Settings.
CDC recommendations for discontinuing isolation in persons known to be infected with COVID-19.
Interim Guidance for Public and Private Employees Returning to Work Following COVID-19 Infection or
Exposure:
https://coronavirus.health.ny.gov/system/files/documents/2020/06/doh_covid19_publicprivateemploy
eereturntowork_053120.pdf
o Capital District Beginnings has procedures in place to clean and disinfect schools according to CDC
guidelines. Capital District Beginnings staff will use soap and water along with a CDC approved
disinfectant spray on a routine basis. Most surfaces and objects will just need normal routine cleaning.
Frequently touched surfaces and objects like light switches and doorknobs, tables, chairs and learning
materials will need to be cleaned and then disinfected after use and at regular daily intervals to further
reduce the risk of germs on surfaces and objects.
• First, clean the surface or object with soap and water.
• Then, disinfect using an EPA (Environmental Protection Agency)-approved disinfectant.
• If an EPA-approved disinfectant is unavailable, the CDC indicates that you can use 1/3 cup of
bleach added to 1 gallon of water, or 70% alcohol solutions to disinfect. Do not mix bleach or
other cleaning and disinfection products together. Bleach solutions will be effective for
disinfection up to 24 hours. Spray bottles will be marked with time and date that the solution
was made. Find additional information at CDC’s website on Cleaning and Disinfecting Your
Facility.
Capital District Beginnings classroom teams will identify items to be removed from classrooms to reduce
frequent handling or contact from multiple people. Soft and porous materials, such as area rugs and
seating, may be removed or stored to reduce the challenges with cleaning and disinfecting them. Some
surfaces only need to be cleaned with soap and water. For example, surfaces and objects that are not
frequently touched should be cleaned and do not require additional disinfection.
Find more information on cleaning and disinfection toys and other surfaces in the childcare program
setting at CDC’s Guidance for Childcare Programs that Remain Open.
o School safety drills will be conducted per guidelines using modifications to ensure social distancing and
PPE wearing protocols.
o Capital District Beginnings has initially designated HR as their COVID 19 safety coordinator whose
responsibilities include continuous compliance with all aspects of the school’s reopening plan, as well as
any phased-in reopening activities necessary to allow for operational issues to be resolved before
activities return to normal or “new normal” levels, and will monitor the CDC website for any updates.
• Child Nutrition
o In order to maintain a safe environment for students with food allergies, protocols will be implemented
in the classroom to ensure students are not exposed to those allergens. Students with allergies will have
health safety plans as required. Cleaning protocols will be implemented to ensure all classroom surfaces
that are utilized during meals are not contaminated with allergens.
o Classroom staff will build hand hygiene into their classroom schedules before and after eating. Care will
be taken to ensure children do not stand closer than 6 feet while washing their hands. Child appropriate
posters and visual schedules will be used to promote appropriate hand hygiene. Anytime food is
consumed, children will be supervised so that they do not share food or beverages.
o Students will be seated at least 6 feet apart while consuming meals. In the event this distance cannot be
achieved physical barriers will be considered if other alternatives are not available.
• Transportation
o Counties are responsible for providing bussing for children with special needs. Students arriving by bus
are screened on-site at the time of arrival. Any child presenting symptoms will be cared for in a
quarantine area. Children presenting with any symptoms are not permitted to be on the bus. Parents
will need to arrange for the child to be picked up right away. Parents will be informed with regard to
return to school requirements for the following day. Parents/guardians need to do an at-home health
screen each day to prevent children with signs of illness from arriving at the program location.
Parents/guardians are required to ensure their child is not experiencing any signs of COVID-19 and do
not have a fever of 100°F or more prior to boarding their method of transportation to program.
Parents and caregivers will follow specific procedures for drop-off and pick-up on site. For our self-
contained classrooms, families will remain outside and staff will meet them at the door. Staff will
conduct a health screening before the child is permitted to enter the program. No outside visitors will be
permitted into the classroom. Children will be brought to wash their hands upon arrival and exiting the
program.
• Social Emotional Well-Being
o Capital District Beginnings School Psychologists and Social Workers will utilize SED, DOH and CDC
resources to support staff and students by providing resources and referrals to address mental health,
behavioral, and emotional support needs. Collaboration with our integrated partners and local agencies
will be utilized to create a support system which will be accessible through all phases of instruction.
o Staff will be provided with professional development opportunities which will include how to talk with
and support students regarding the COVID-19 public health emergency on an on-going basis. Supports
for developing coping and resilience skills for students, faculty and staff will be provided.
o For students, there will be emphasis on maintaining daily routines and structure, both in-person and
remotely. Teaching of social skills, coping strategies, and self-regulation will be highlighted in our
classrooms through varying Pyramid Model and PBIS practices. Upon reopening, ongoing assessment of
children’s needs and their acclimation to the classroom setting and peers will occur on an as needed,
individual basis. Collaboration with our integrated partners and local agencies will assist in creating this
support system through instruction.
o For families, information and resources will be made available based on individual needs. This guidance
will be gathered from various sources, such as the CDC, NYSED, The National Association of School
Psychologists (NASP), The National Association of Social Workers (NASW), The Center on Positive
Behavioral Interventions and Supports (PBIS), the Pyramid Model Consortium, and the New York State
Parent Portal (NYS Parenting).
o For teachers and staff, opportunities for trainings regarding the impact that an event such as COVID-19
can have on individual student functioning, trainings and webinars regarding social-emotional
functioning, trauma-responsive practices, mindfulness practices, self-care assessments, among other
tools and resources, will be made available as needed to assist them as they navigate through
reopening. Teachers and staff have access to the Capital Employee Assistance Program (EAP) which is a
voluntary, work-based program that offers free and confidential assessments, short-term counseling,
referrals, and follow-up services for employees and their families. Available services include personal
issues, stress, balancing work and family, among other important areas. School Psychologists and Social
Workers will engage in conversations with staff and administrators on an as-needed basis to ensure
equitable educational opportunities for all students. Consultation skills can be utilized to assist teachers,
therapists, and collaborators who need support in differentiating instruction for in-person and remote
SEL (Social Emotional Learning) opportunities.
• School Schedules
o The school schedule planned for implementation at the beginning of the 2020-2021 school year and any
contingent scheduling models considered will be in collaboration with Capital District Beginnings
integrated partners. For programs operated solely by Beginnings, the following models were considered:
“in person”, hybrid model, and remote learning model. We will plan for a hybrid approach based upon
the needs of the student population, families, and staff. This model will include in-person instruction in
addition to remote learning using technology platforms such as Seesaw for Schools and Zoom. In
addition, learning materials and educational activities will be sent home to work on reinforcement and
carryover of IEP goals. Flexibility in adapting service delivery will take place in order to adapt to the
needs and skills of the students, changing health considerations, equity, capacity, social distancing, PPE,
feasibility, and learning considerations.
o Capital Beginnings students who are enrolled in our integrated classrooms with community partners
(School Districts/UPK (Universal Pre-Kindergarten), EPK (Expanded Pre-Kindergarten), CEO (Commission
on Economic Opportunity)/Head Start, and Daycares) will follow our partner’s schedules. Please visit our
website for links to our partners’ programming information. Staff will communicate with families to help
them to understand the schedule and any changes that may take place due to changing resources and
health conditions.
o In planning to meet the needs of the children attending the self-contained classrooms operated solely
by Capital District Beginnings, the decision was made to offer a hybrid model. The self-contained
programs will be broken down into smaller cohorts to allow for proper social distancing and a more
natural early childhood learning experience. We will be dividing the classroom group into an A and B
group. The A group will attend school in-person on Mondays and Tuesdays and receive remote learning
instruction Wednesday, Thursday and Friday. The B group will attend school in person on Thursdays and
Fridays and receive remote learning instruction on Mondays, Tuesdays and Wednesdays. Wednesday
will be a day for staff to deep clean and sanitize the classroom, clean and sanitize toys and learning
materials for the next cohort and reach out to families. Due to the needs of the children in these
classrooms, every effort will be made to encourage the use of masks by children when not properly
socially distanced. If a student wears a mask, they should be provided with mask breaks and take them
off when eating or when they can be socially distant. Students and staff are expected to bring their own
masks daily, however, the school will have masks available in case one is lost, soiled, or otherwise
unusable.
o Clear communication and connection with families will be a critical aspect of the Capital District
Beginnings self-contained classroom learning plan. Staff will emphasize carryover of learning activities
presented in the classroom and adapt them for family’s use in the home. For example, the teacher may
use a First/Then visual schedule in the classroom to teach and reinforce skills such as washing hands
before snack. In collaboration with the family, the staff may develop similar materials to be used in the
home, model and teach families how to use the materials and receive feedback about how it is going.
Priority will be given to learning activities that promote health and safety such as washing hands and
wearing a mask, as well as family priorities. Multiple modalities will be used to promote carryover. On
days that children are not in the classroom, they may participate in classroom activities presented on
SeeSaw for Schools (circle time, music time), use learning activities that have been sent home (for
example: looking at a social story with photographs about the child going to school, taking part in a
reciprocal game- rolling a ball back and forth, tapping their chest to indicate “my turn”), or participate in
a teletherapy session to work on goals identified by their IEP. By participating in these distance learning
opportunities regularly, this will build the child’s ability to access remote learning, in case service
delivery needs to change due to changing health considerations for the child, family or classroom.
• Attendance and Chronic Absenteeism
o Capital District Beginnings will use multiple modalities including telephonic, electronic, and mail delivery
to communicate and establish attendance with all families. In the event that those modalities are not
successful, Capital District Beginnings will utilize text communication to arrange subsequent phone
contact and/or seek out adults in the school who have established a connection with the student and/or
family.
o A parent survey will be used to establish how each student plans to access their educational program.
Options may include in-person, hybrid and remote learning access and will be based on directives from
the DOH, SED and the Governor.
o Capital District Beginnings will take into consideration parent schedules, availability of technology, or
other barriers that may preclude a student from connecting with teachers at a certain time and create a
workable schedule and address barriers to ensure the child is able to participate.
o Capital District Beginnings will continue to document attendance daily via EnterClaims regardless of the
delivery method (in-person, hybrid, remote learning). Capital District Beginnings will follow established
school district and county protocols for collecting and submitting attendance. For both in-person and
remote learning attendance, teachers will contact families of students who are absent to determine the
reason, provide support and document in the child’s file. Multiple modalities will be used to reach out to
families and document those who have not been responsive: email, phone, texting and mail. Capital
District Beginnings will report chronic absences to the district and/or County based on established
protocols (3 consecutive absences). Education teams will collaborate with CPSE (Committee on
Preschool Special Education)/CSE (Committee on Special Education) chairpersons when this outreach
has been unsuccessful.
o For remote learning, teachers will track attendance using the Seesaw class app or other designated
remote learning platform established by the collaborative educational partner and attendance will be
entered into EnterClaims. Instructions on how to access the Seesaw app will be provided to each family
prior to the start of the school year. For families who are unable to access these apps/platforms,
attendance will be established and maintained by any method available to the family (determined via
survey) including email, and phone communication of distance learning activities. Classroom based
related service providers will establish an appropriate platform (Doxy.me, Zoom, Google Meets) to
provide remote learning therapy sessions prior to the start of the school year. Attendance for those
sessions will be entered into EnterClaims according to IEP frequencies. Instructions and links to access
the remote learning platform will be provided prior to the start of services.
o Capital District Beginnings will provide information regarding attendance to families in the family’s
dominant language.
o Capital District Beginnings will maintain their procedures as a mandated reporter and communicate all
excessive absences to the school districts for appropriate follow up.
• Technology and Connectivity
o Capital District Beginnings’ reopening plans includes information from surveys conducted to gain
knowledge of the equipment, the tools and the resources available to staff, and the knowledge of the
level of access to devices and highspeed broadband that all teachers/staff have and need in their places
of residence. Capital District Beginnings will have knowledge of the level of access to devices and
highspeed broadband of all students through surveys to families. This data will be used in the event of
hybrid or distance education.
o Capital District Beginnings’ reopening plan will (make efforts to) address the needs of ensuring devices
and internet access to students and teachers who currently do not have sufficient access. Capital District
Beginnings will work with CPSE/CSE to problem solve issues with access to electronic devices to support
their remote learning at home. Capital District Beginnings has purchased and distributed laptops and/or
tablets to all staff. This equipment supports connectivity for therapy or classroom meetings, program
interactions with teachers, and communication exchanges with student’s families. HR has also put a
check-in system in place, through TEAMS, to account for staff availability.
o In the event that a remote learning or hybrid model is necessary, Capital District Beginnings’ reopening
plan will include and provide multiple ways for students to participate in learning and demonstrate
mastery of Learning Standards through these remote learning or blended models. Students will be
provided with personalized learning opportunities, with multiple ways to participate in learning and to
demonstrate mastery of Learning Standards, including: on-line activities using Seesaw for Schools, video
Teletherapy sessions, and multi-modality means of communication with families. Mailed home packets
of activities and materials will also be supplied, especially if students do not yet have sufficient access to
devices and/or high-speed internet.
• Teaching and Learning
o Capital District Beginnings’ plan includes a continuity of learning plan for in-person, hybrid and remote
learning. As we collaborate and partner with school districts, in person or hybrid instruction for our
integrated classrooms will follow our collaborating partners’ reopening plan. Beginnings will take into
consideration the needs of students with IEPs, in accordance with the LEAs (Local Educational Agency)
policies and procedures. Links to our partners’ webpages will be included on our website.
o In person instruction for our self-contained programs will be a hybrid model and will follow DOH, SED
and CDC guidance. Groups will be divided into cohort Group A and B. Group A will attend in person on
Mondays and Tuesdays and receive remote learning instruction on Wednesdays, Thursdays and Fridays.
Group B will attend in person on Thursdays and Fridays and receive remote learning instruction on
Mondays, Tuesdays and Wednesdays. On Wednesdays, teachers will sanitize materials, communicate
with families and plan instruction. Young children learn best while engaged in hands-on learning
opportunities. Children learning through an in-person model will learn using individual materials,
individual learning bins, and learning areas sanitized after each use. Early learning activities for young
learners continue, but in accordance with required health and safety practices. All materials are
sanitized to prevent spread in accordance with current health and safety guidelines. Activities are
designed to minimize child to child contact.
o If education is provided in person, the curriculum will be aligned with NYS (New York State) Learning
Standards. If education is provided through remote learning, the Agency-wide tool for instruction is
Seesaw for Schools which allows for tracking of goals aligned with NYS Learning Standards.
o If there are closures due to a COVID outbreak, continuity of learning will be provided using a variety of
distance education methods including Seesaw for Schools, video calls, and learning packets sent home
via mail. Teaching teams will establish schedules which may include teletherapy or video sessions with
students. In self-contained classrooms, teaching teams will also connect with students and families by
using Seesaw for Schools to provide materials/activities and receive responses/feedback. Regardless of
delivery method, instruction will include opportunities for regular and substantive interaction between
students and teaching teams.
o Instruction, whether provided in-person or through remote learning, will be accessible to all students
and aligned with the NYS Learning Standards. If there is a change in instruction from in-person to
remote learning due to closures there will be a continuity of education for all students via remote
learning. If using a distance education model, a mechanism will be provided for students to interact
“face-to-face" with their teacher, therapists, and other students using a remote learning communication
platform such as Zoom.
o In-person, remote learning, and hybrid learning/therapy models provide continuity of learning based on
curriculum and learning standards as well as therapy services based on a child’s IFSP/IEP. Progress
monitoring continues, for all models, and includes the family in establishing and developing goal focused
activities and practices that facilitate progress. Young children learn best while engaged in hands-on
learning opportunities. Children learning through an in-person model will learn using individual
materials, individual learning bins, learning areas sanitized after each use, and in small groups with clear
barriers. Early learning activities for young learners continue, but in accordance with required health and
safety practices. All materials are sanitized to prevent spread in accordance with current health and
safety guidelines. Activities are designed to minimize child to child contact.
o Education teams will work with families to establish a plan for communication. The communication plan
will be documented in EnterClaims notes. This can include emails, phone calls, video calls, and/or texts.
If parents are having difficulty accessing education due to issues with technology, teachers will connect
them to IT (Information Technology) personnel for assistance. Information will be provided in multiple
languages based on family needs. Teachers will continue to use translation tools to provide information
to families when English is not their primary language.
• Special Education
o Reopening plans will be designed to enable transitioning between in-person, remote learning, and
hybrid learning environments. This will be to ensure the provision of FAPE (Free and Appropriate Public
Education) consistent with the changing health and safety conditions that exist. The following delivery
methods will be considered based on the health and safety needs of students and providers: in-person
classroom attendance and therapies, hybrid model to include some in-person and some remote learning
services, and remote learning which can include both on-line and hands-on learning activities to address
IEP goals. All delivery methods will follow mandated guidelines from DOH, CDC, and SED. Regardless of
delivery method, teaching staff will incorporate Seesaw for Schools into their teaching plans to ensure
an ease of transition should schools need to close and transition to remote learning only, as appropriate.
o Programs and services offered and provide are documented in daily progress notes in our EnterClaims
database. Regardless of delivery method, providers regularly communicate with parents regarding
programs, services, and progress. Student progress is also communicated through quarterly updates
which are mailed to parents.
o Regardless of the means of service delivery, providers will engage parents through their preferred
method of communication and language to meet the requirements of the IDEA (Individuals with
Disabilities Education Act). Providers will continue to use translation software when necessary.
o There will be continued collaboration between service providers and the CPSE/CSE regarding provision
of services and any changes to method of delivery. Student progress will continue to be monitored and
shared through quarterly updates.
o Students will have access to necessary accommodations, modifications, supplementary aids and
technology to meet their needs as required by their IEP, regardless of service delivery method. If
needed, we will collaborate with CPSE/CSE to provide technology resources and supplementary aids and
services to families.
• Staffing
o Capital District Beginnings will work to ensure qualified staff are providing services to children. Capital
District Beginnings’ school reopening plan will ensure that all Substitute Teachers hold valid and
appropriate certificates for their teaching assignments when applicable. Capital District Beginnings will
also ensure we maintain a pipeline of qualified and available Substitutes to fill in when Teachers and
staff call out sick. In addition, we will utilize the flexibility allowed for Teacher Substitutes by NYSED and
BOCES (Board of Cooperative Education Services) due to the COVID-19 crisis. Human Resources will be
responsible for the staffing of Substitutes along with monitoring staff call outs to ensure vacancy is filled
on a daily basis. Appropriate PPE will be provided and worn by staff.
